Stanford-Binet Intelligence Scale - children, functioning, adults, examples, person, used, score, skills, Definition Stanford-Binet Intelligence Scale Photo by: Vixit Definition The Stanford-Binet Intelligence Scale: Fourth Edition (SB: FE) is a standardized test that measures intelligence and cognitive abilities in children and adults, from age two through mature adulthood. Purpose The Stanford-Binet Intelligence Scale was originally developed to help place children in appropriate educational settings. It can help determine the level of intellectual and cognitive functioning in preschoolers, children, adolescents and adults, and assist in the diagnosis of a learning disability, developmental delay, mental retardation , or giftedness. It is used to provide educational planning and placement, neuropsychological assessment, and research. The Stanford-Binet Intelligence Scale is generally administered in a school or clinical setting. Precautions The Stanford-Binet Intelligence Scale is considered to be one of the best and most widely used intelligence tests available. It is especially useful in providing intellectual assessment in young children, adolescents, and young adults. The test has been criticized for not being comparable for all age ranges. This is because different age ranges are administered different subtests.

Additionally, for very young preschoolers, it is not uncommon to receive a score of zero due to test difficulty or the child's unwillingness to cooperate. Consequently, it is difficult to discriminate abilities in this age group among the lower scorers. Administration and interpretation of results of the Stanford-Binet Intelligence Scale requires a competent examiner who is trained in psychology and individual intellectual assessment, preferably a psychologist . Description The Stanford-Binet Intelligence Scale has a rich history. It is a descendant of the Binet-Simon scale which was developed in 1905 and became the first intelligence test. The Stanford-Binet Intelligence Scale was developed in 1916 and was revised in 1937, 1960, and 1986. The present edition was published in 1986. The Stanford Binet Intelligence Scale is currently being revised and the Fifth Edition is expected to be available in the spring of 2003. Administration of the Stanford-Binet Intelligence Scale typically takes between 45 to 90 minutes, but can take as long as two hours, 30 minutes. The older the child and the more subtests administered, the longer the test generally takes to complete.

The Stanford-Binet Intelligence Scale is comprised of four cognitive area scores which together determine the composite score and factor scores. These area scores include: Verbal Reasoning, Abstract/Visual Reasoning, Quantitative Reasoning, and Short-Term Memory. The composite Abstract and visual reasoning are analyzed in Stanford-Binet intelligence tests. This blindfolded subject is matching shapes by touch. (Richard Nowitz. Photo Researchers, Inc. Reproduced by permission.) score is considered to be what the authors call the best estimate of "g" or "general reasoning ability" and is the sum of all of subtest scores. General reasoning ability or "g" is considered to represent a person's ability to solve novel problems. The composite score is a global estimate of a person's intellectual functioning. The test consists of 15 subtests, which are grouped into the four area scores. Not all subtests are administered to each age group; but six subtests are administered to all age levels. These subtests are: Vocabulary, Comprehension, Pattern Analysis, Quantitative, Bead Memory, and Memory for Sentences.

The number of tests administered and general test difficulty is adjusted based on the test taker's age and performance on the sub-test that measures word knowledge. The subtest measuring word knowledge is given to all test takers and is the first subtest administered. The following is a review of the specific cognitive abilities that the four area scores measure. The Verbal Reasoning area score measures verbal knowledge and understanding obtained from the school and home learning environment and reflects the ability to apply verbal skills to new situations. Examples of subtests comprising this factor measure skills which include: word knowledge, social judgment and awareness, ability to isolate the inappropriate feature in visual material and social intelligence, and the ability to differentiate essential from non-essential detail. The Abstract/Visual Reasoning area score examines the ability to interpret and perform mathematic operations, the ability to visualize patterns, visual/motor skills, and problem-solving skills through the use of reasoning. An example of a subtest which determines the Abstract/Visual Reasoning score is a timed test that involves tasks such as completing a basic puzzle and replicating black and white cube designs. The Quantitative Reasoning area score measures: numerical reasoning, concentration, and knowledge and application of numerical concepts.

The Quantitative Reasoning area is combined with the Abstract/Visual Reasoning area score to create an Abstract/Visual Reasoning Factor Score. The Short-Term Memory score measures concentration skills, short-term memory, and sequencing skills. Subtests comprising this area score measure visual short-term memory and auditory short term memory involving both sentences and number sequences. In one subtest that measures visual short-term memory, the participant is presented with pictures of a bead design, and asked to replicate it from memory. Results The Stanford-Binet Intelligence Scale is a standardized test, which means that a large sample of children and adults were administered the exam as a means of developing test norms. The population in the sample was representative of the population of the United States based on age, gender, race or ethnic group, geographic region, community size, parental education, educational placement (normal versus special classes), etc. From this sample, norms were established. Norms are the performance of a comparison group of subjects—that nature of the group should be specified, and this usually constitutes a normal group so that the performance of the tested individual can be compared to this group and thus evaluated.

The numbers of correct responses on the given subtests are converted to a SAS score or Standard Age Score which is based on the chronological age of the test subject. This score is similar to an I.Q. score. Based on these norms, the Area Scores and Test Composite on the Stanford-Binet Intelligence Scale each have a mean or average score of 100 and a standard deviation of 16. For this test, as with most measures of intelligence, a score of 100 is in the normal or average range. The standard deviation indicates how above or below the norm a child's score is. For example, a score of 84 is one standard deviation below the norm score of 100. Based on the number of correct responses on a given subtest, an age-equivalent is available to help interpret the person's level of functioning. Test scores provide an estimate of the level at which a child is functioning based on a combination of many different subtests or measures of skills. A trained psychologist is needed to evaluate and interpret the results, determine strengths and weaknesses, and make overall recommendations based on the findings and observed behavioral observations.

Resources Stanford binet Stanford binet Stanford binet test Stanford Binet The Stanford-Binet (SB) - the best and most popular intelligence test is a Cognitive ability assessment used to measure intelligence (IQ). The Stanford-Binet measures five factors of cognitive ability: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory. Each of these factors is tested in two separate domains, verbal and nonverbal. 1. This test includes 60 questions and it is scored automatically after 40 minutes. 2. Please DO NOT share or publish answers at any time with any other person. 3. If you find two logical answers to one question you should choose the simplest answer. 4. Wrong answers do not influence your result – so guess rather than omit a question! 5. Good luck! What Is the Stanford-Binet® V (SB5) - TestingMom.com Success Stories Our Programs About Us The Tests What Is the Stanford-Binet® V (SB5)? What is Stanford-Binet? How Is the Stanford-Binet® V (SB5) Scored? Sample Stanford-Binet® V Questions How to Prepare for the Stanford-Binet® V What is Stanford-Binet?

The Stanford-Binet® V (Stanford-Binet Intelligence Scales®, Fifth Edition) is a traditional intelligence test designed to assess your child’s IQ, or intelligence quotient. While the test includes both verbal and nonverbal sections, the exam skips around through different questions instead of grouping them together by subtest type in order to best assess each child’s unique cognitive abilities, strengths and weaknesses. While the SB5 is typically administered one-on-one by psychologists around age 4-5 (especially for kids applying to a gifted and talented program or private school), children as young as two may be tested. Composite FSIQ (Full Scale IQ) scores are derived from a composite of all 10 subtest type scores that have been normed against the national average. The Stanford-Binet IQ Test® measures five cognitive abilities in both nonverbal and verbal formats, or 10 total subtests: Fluid Reasoning Visual-Spatial Processing Working Memory In many instances, the Stanford-Binet will be a child’s very first testing experience and takes anywhere from an hour to 90 minutes.

For this reason, we strongly recommend practicing basic test-taking skills with your child ahead of time to avoid making some common mistakes, like: pointing to the correct answer and holding your finger out without moving it around, knowing terms like column, row, in order, sequence, table, above, below, more than, less, fewer, first, last, beneath, etc. Tell Us Your Experiences The Myth of Genius Top What is IQ, or Intelligence Quotient? The technical definition is the ratio of tested mental age to chronological age, usually expressed as a quotient multiplied by 100. Conventionally, it’s expressed as a test score. Top How did Intelligence Testing develop? In the late 19th century, British scientist Sir Frances Galton wanted to prove that intelligence was a product of heredity and that it was also measurable. In his book Hereditary Genius, he compared the accomplishments and accolades of different generations from wealthy and prominent English families, then testing things that could be measured like eyesight, reaction time and skin sensitivity. Galton concluded that intelligence was in fact a product of genetics and could be preserved by good breeding. Ironically, Galton’s intelligence theory was motivated by jealousy over his cousin Charles Darwin and his evolution theory.

Darwin received plenty of attention for his strides in biology, and Galton wanted to upstage his cousin, thus developing his own theory. Top What about the concept of Mental Age? This concept assumes that all children follow the same path of intellectual development, but intellectually develop at different rates. Top How did the concept of Mental Age develop? French psychologist Alfred Binet developed the first intelligence test that successfully predicted academic success by using the concept of mental age. As mass education flooded French schools, the French Ministry of Public Instruction asked Binet in 1904 to develop a method of objectively identifying which students could not conform to formal education. The Ministry hoped that by identifying problem students and placing them in remedial classes, parents would pay more money for better schooling. Unlike Galton, Binet found that testing practical knowledge, reasoning, vocabulary and problem solving were better indicators of mental ability and academic success than sensory reactions. Binet and his partner Theodore Simon developed an average standard for each age then compared this standard (the child’s mental age) to the child’s actual age. For example, if a 5 year old could successfully pass the standards for a 10 year old, then the child has mental age of 10.

Binet and Simon asked teachers to rate their students from best to worst and then tested each student themselves. Binet found that students rated higher by their teachers also rated higher on his test, thus creating an accurate predictor of academic success. Top What about the first IQ test? Stanford psychologist Lewis Terman revolutionized intelligence testing. Binet’s test never gained wide acceptance in France so a New Jersey school teacher brought the test to the United States to use on children with learning disabilities. Terman revised Binet’s test by adding questions for adults and establishing a new average standard of intelligence for each age. The first version was published in 1916 and called the Stanford-Binet Intelligence Scale. Top Why was the Stanford-Binet test so much better? Because instead of converting a person’s performance into a mental age, the Stanford-Binet test converted it into a single score, the intelligence quotient, which provided an easier basis for comparison. Top How did the first Stanford-Binet test calculate IQ scores? By dividing a person’s mental age by their actual age and multiplying it by 100.

For example a 5 year old with a mental age of 10 would have an IQ of 200 (10/5 x 100). While this scale was thought to be accurate for children, it was not an accurate predictor for adults. Since IQ is thought to level off in adulthood, the scale was revised and the current Stanford-Binet test no longer computes scores with this formula. Top How does the Stanford-Binet compute scores now? The 2003 edition provides multiple IQ scores, rather than just one number. There is a composite score measuring verbal and nonverbal areas of a child's development, a quantitative score measuring mathematical reasoning, and a memory score measuring short- term memory. What are the most popular IQ tests now? The Stanford-Binet, the Wechsler Intelligence Scale for Children and the Wechsler Intelligence Scale for Adults. Top What are the differences between the Stanford-Binet and Wechsler tests? The main difference is the Stanford-Binet test only tests children, while the Wechsler has an adult and child version. The Wechsler Intelligence Scale for Children, WISC, is divided into two main sections, the verbal and performance sections.

The two main sections are divided into six and five subtests, respectively. Top What are the WISC subtests? The verbal section is divided into 1)information, which measures a child's range of factual information, 2)similarities, which measures a child's ability to categorize, 3)arithmetic, which measures the ability to solve computational math problems, 4)vocabulary, which measures the ability to define words, 5)comprehension, which measures the ability to answer common sense questions and 6)digit span, which measures short-term auditory memory. The performance test is divided into 1)picture completion that requires telling what's missing in various pictures, 2)coding or copying marks from a code; 3)picture arrangement or arranging pictures to tell a story, 4)block design that requires arranging multi-colored blocks to match a design and 5)object assembly or putting puzzles together. Stanford Binet Intelligence Test Scale Fifth Edition: A Critical Review Stanford Binet Intelligence Test Scale Review written by: Jacqueline Chinappi • edited by: Wendy Finn • updated: 4/5/2012 Stanford Binet Intelligence Scale is an intelligence test which measures cognitive abilities among children and adults.

It has gone through many changes through the years. Here we will look at factors including disadvantages, advantages, reliability and comparisons to other intelligence tests slide 1 of 2 Critical Review of Stanford-Binet Intelligence Scale The Stanford-Binet Intelligence Scale is a test which helps to measure and evaluate intelligence in children and adults. This test has gone through many changes over a period of almost 100 years. The most recent edition is the Stanford Binet Fifth Edition. Advantages of the Fifth Edition include “more game like than earlier versions with colorful artwork, toys, and manipulative; matches norms to 2000 U.S.

Census; contains nonverbal as well as verbal routing test; contains both a general composite score and several factor scores; shares items to maintain continuity with earlier versions; covers age range of 2 through 85+;change-sensitive scores allow for evaluation of extreme performance; has easel format with directions, scoring criteria, and stimuli, for easy administration; has equal balance of verbal and nonverbal content in all factors; contains Nonverbal IQ; has standard deviation of 15 for composite scores, allowing easy comparison with other tests; M = 10, SD = 3 for subtests; uses adaptive testing (routing) to economize on administration time and reduce examinee frustration; uses explicit theoretical framework as guide for item development and alignment of subtests within modeled hierarchy; extends low-end items, allowing earlier identification of individuals with delays or cognitive difficulties; extends high-end items to measure gifted adolescents and adults." (Becker, 2003) slide 2 of 2 Reliability & Comparisons Methods used to estimate reliability included split-half method, test-retest reliability, and interscorer agreement. The coefficients for the subtests were determined using the split-half method.

The scores were rectified with the Spearman-Brown formula . Nonverbal subtests reliability coefficients averaged between .85 and .89. Verbal subtests reliability coefficients were strong and fell between .84 and .89. (Johnson & D’Amato, 2004) “Reliability for the IQ and Factor Index scores was computed using ‘the formula for a reliability of a sum of multiple tests’ (technical manual, p.63)." (Johnson & D’Amato, 2004) The Full Scale IQ average reliability coefficients was .98, Nonverbal IQ average reliability coefficients was .95, Verbal IQ average reliability coefficients was .96, and the Abbreviated Battery IQ average reliability coefficients was .91. The Factor Index scores had included Fluid Reasoning at .90, Knowledge at .92, Quantitative Reasoning at .92, Visual-Spatial Processing at .92, and Working Memory at .91. (Johnson & D’Amato, 2004) Throughout all of the age levels, standard errors of measurement were discovered.

Full Scale IQ standard error of measurement was 2.30, Nonverbal IQ standard error of measurement was 3.26, and Verbal IQ standard error of measurement was 3.05. Correlations ranged from .74 to .97 for interscorer agreement reliability. This data shows sufficient interscorer agreement. (Kush, 2004) The technical manual for the Stanford Binet details a study involving 104 participants who took both the Fifth Edition and the Fourth Edition. A strong criterion-related validity was found with Full Scale scores averaging .90. The Fifth Edition average Full Scale score was lower than the Fourth Edition average Mean Composite score. (SB5=107.9, SB4 = 111.4). These results are found to be consistent with the Flynn Effect.

(Kush, 2004) Studies which compared the Stanford Binet Intelligence Scale Fifth Edition with Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) (r = .83); the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) (r = .84); the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) (r = .82); and the Woodcock-Johnson III Tests of Cognitive Abilities (r = .78) found supplementary criterion-related validity. (Kush, 2004) So how does the Stanford-Binet compare to the Otis Lennon School Ability Test? In Part 3 of our articles we will look at what the Otis-Lennon School Ability Test is and how you can get it! ◄ ● ● ► Intelligence Testing:Stanford-Binet Intelligence Scale versus Otis-Lennon School Ability Test Stanford-Binet Intelligence Scale has been the go to test for evaluating children's intelligence. So why are so many schools changing over to the OLSAT? Where can you find these tests, what do they consist of and which test is better for assessing children's intelligence?

Wechsler Intelligence Scales The Wechsler Intelligence Scales Overview The Wechsler intelligence scales were developed by Dr. David Wechsler, a clinical psychologist with Bellevue Hospital. His initial test, the Wechsler-Bellevue Intelligence Scale, was published in 1939 and was designed to measure intellectual performance by adults. Wechsler constructed the WBIS based on his observation that, at the time, existing intelligence tests for adults were merely adaptations of tests for children and had little face validity for older age groups. Since 1939, three scales have been developed and subsequently revised, to measure intellectual functioning of children and adults. The Wechsler Adult Intelligence Scale-III (WAIS-III) is intended for use with adults. The Wechsler Intelligence Scale for Children-III (WISC-III) is designed for children ages 6 - 16, while the Wechsler Preschool and Primary Scale of Intelligence-R (WPPSI-R) is designed for children age 4 - 6 1/2 years. Definition of Intelligence Wechsler defined intelligence as an individual's ability to adapt and constructively solve problems in the environment.

It is significant that Wechsler viewed intelligence not in terms of capacity, but rather, in terms of performance. That is, the Wechsler scales are not purported to measure one's quantity of intelligence, but instead measures one's intellectual performance. The rationale for conceptualizing intelligence as a performance variable is that it does not really matter how much intelligence one has, in order to adapt to the environment. What matters is how well one uses his/her intelligence. Also, since intellectual capacity cannot be seen nor its existence concretely verified, it cannot be reliably measured. Performance can be measured and, thus, should be the focus of the test. Although Wechsler has written much to support this position, other intelligence developers have taken essentially the same position regarding the nature of intelligence. Most major intelligence tests, such as the Stanford-Binet, the Peabody Picture Vocabulary Test, and the Guilford Intelligence Scales, are grounded in the view of intelligence tests as performance measures. The Wechsler scales, like the Binet and other tests, measure intellectual performance as a multidimensional construct. This means that, rather than conceptualizing intelligence as a single characteristic, the tests contain numerous scales assessing qualitatively different types of intellectual functioning.

The notion of multidimensional intelligence is certainly not new in cognitive psychology; in the 1920s, Thurstone and Spearman viewed intelligence as consisting of several components. However, in contrast to earlier multidimensional views, current intelligence tests view intelligence not as specific abilities emanating from a "general" intellectual capacity (e.g., general S with many specific "s" factors), but as different types of intelligence, each type being of equal adaptive importance. Administration and Scoring The procedures for administering and scoring the three Wechsler scales are similar. Each test has two batteries of subtests grouped into two general areas: 1) Verbal scales; and 2) Performance scales. The Verbal scales measure general knowledge, language, reasoning, and memory skills, while the Performance scales measure spatial, sequencing, and problem-solving skills. The tests are administered to individual examinees by trained examiners, using a complex set of test materials. Testing requires approximately ninety minutes. Raw scores on each test are converted to standard scores with a mean of 10 and a standard deviation of 3. Scale scores in the Verbal battery are summed and converted to a Verbal IQ score; the same is done for the Performance scale scores which yield the Performance IQ score.

In turn, the Verbal and Performance IQ scores are summed and converted to obtain the Full Scale (overall) IQ score. The Verbal, Performance, and Full Scale IQ scores are normative IQs, having a mean of 100 and a standard deviation of 15. Full Scale scores beyond 130 place an individual in the superior or "gifted" range. Scores between 120-129 are classed as "very high." Scores between 110-119 are "bright normal." Classifications of other scores are as follows: 90-109, average; 85-89, low average; 70-84, 2 borderline mental functioning, @50-69, mild mental retardation; 35- @49, moderate retardation; 20-34, severe retardation; below 20 to 25, profound retardation. In addition, the WISC-III and WAIS-III include supplementary Index Scales that provide measures of verbal comprehension, perceptual organization, processing speed, and working memory.

The index scores also have means of 100 and standard deviations of 15. The manual includes procedures for determining if the examinee's performance includes areas of strengths or weaknesses. Essentially, a given test or index score must deviate from other test/index scores, or from the Verbal, performance, or overall test means by given amounts, in order for the score to be considered a significant departure from his or her performance on the other tests. The WAIS-III The WAIS-III is the 1997 revision of the test originally published in 1955 and first revised in 1981. The WAIS-III contains the following scales: Verbal Scales 1. Information: 28 items on a variety of information adults have presumably had opportunities to acquire in our culture. No specialized or academic information included; however, some of the items cover quite sophisticated information. 2. Comprehension: 18 items that require examinee to explain what should be done in certain circumstances, the meaning of proverbs, why certain societal practices are followed, and so forth. The test measures practical judgement, common sense, and the ability to understand and adapt to social customs.

Score on each item varies (0-2 pts) according to the degree to which the response describes the most pertinent aspects of the question. 3. Arithmetic: 20 arithmetic problems similar to those encountered in elementary math courses. Problems are administered orally and must be solved without paper and pencil. In addition to math knowledge, test measures concentration and systematic problem-solving ability. 4. Similarities: 19 items requiring examinee to describe how two given things are alike. Score on each item varies according to the degree to which the response describes a general property primarily pertinent to both items in the pair. Measures concrete, functional, and abstract concept formation. 5. Digit Span: Two parts, Digits forward and digits backwards. Examinee required to repeat 3 - 9 digits forward and 2 - 9 digits backwards. Measures short-term memory, attention, and concentration.. 6. Vocabulary: 66 words of increasing difficulty are presented orally and visually. Examinee required to define the words. Score (0-2) based on sophistication of definition. Measures verbal knowledge and concept formation. 7.

Letter-Number Sequencing (Optional Test): Examiner presents combinations of letters and numbers, from 2 to nine letter-number combinations. Examinee must repeat each series by, first, repeating the numbers in ascending order, then the letters in alphabetical order (e.g., 9-L-2-A; correct response is 2-9-A-L). Measures "working memory," the ability to simultaneously recall and organize stimuli of different, similar types. This also is a standard test on the Wechsler Memory Scale-III. Performance Scales 8. Coding-Digit Symbol: Numbers 1 - 7 are paired with symbols on a key presented to examinee. Examinee has 120 seconds to go through a grid of 90 numbers and place the correct symbol above each number. Measures visual-motor speed and complexity, motor coordination. There are two additional, optional extensions of the coding test that measure the examinees skills in learning the coding process after completing the initial task. 3 9. Picture Completion: 25 cards, each containing a picture having a part missing. Examinee must identify the missing part. Measures ability to observe details and recognize specific features of the environment (I.e., whole to part discrimination).

Also measures performance in deliberately focusing attention. 10. Block Design: Perhaps the butt of more jokes than any other WAIS scale! Included in the test are nine red and white square blocks and a spiral booklet of cards showing different color designs that can be made with the blocks. The examinee must arrange the blocks to match the design formed by examiner or shown on cards. In addition to being scored for accuracy, each item is scored for speed as well. Measures spatial problem-solving and manipulative abilities, and part to whole organization. 11. Picture Arrangement: Eleven items. Each item consists of 3 to 6 cards containing pictures. The examinee must arrange the pictures from left to right to tell the intended story. Again, both accuracy and speed are scored. Partial credit is given for alternate, but less commonly given arrangements to some items. Measures nonverbal reasoning and sequencing skills, and grasp of social cause and effect (also known as social intelligence). 12. Matrix Reasoning: A new test on the WAIS-III. Examinee is presented with a series of design with a part missing. Examinee chooses the missing part that will complete the design, from five choices. Measures nonverbal analytical reasoning.

13. Object Assembly (Optional Test): Four items, each item being a "cut up" object, like a puzzle. Examinee must correctly assemble the parts of the puzzle. Measures visual-motor problem-solving and organizational abilities, and visual anticipation skills. 14. Symbol Search (Optional test): Examinee must match one or two symbols shown on the left column with the same symbol/s in the right column of each page in the supplemental test booklet. Measures organization accuracy and processing speed The WISC-III Originally, the WISC (1950) was a downward extension of the Wechsler-Belleview test to children. A revision, the WISC-R, was published in 1974. The WISC-III was published in 1992. Most of the scales in the WISC-III are similar to those in the WAIS-R. Like the WAIS-III, administration alternates a Verbal scale and a Performance scale.

Also, whereas Digit Span is always given in the WAIS-R, it is an optional test in the WISC-R (it may be substituted for any one of the other Verbal scales, if the other scale cannot be administered due to an examinee's handicap or because administration of a scale was disrupted). Also, a Mazes subtest may be substituted for the Coding test on the Performance scale. Order of administration of the tests is as follows: 1. Picture Completion; 2) Information; 3) Coding; (4) Similarities; 5) Picture Arrangement; 6) Arithmetic; 7) Block Design; 8) Vocabulary; 9) Object Assembly; 10) Comprehension; 11) Symbol Search (Optional); 12) Digit Span (Optional); 13) Mazes (Optional). The WPPSI-R The WPPSI was introduced in 1967 as an adaptation of the WISC to preschool children and an alternative to the Stanford-Binet. Like the WISC-R, the WPPSI tests are administered in alternating order (Verbal-Performance) and yield scale, Verbal, Performance, and Full Scale IQ scores.

Tests, in order of administration, are: 1. Information; 2) Animal House; 3) Vocabulary; 3) Picture Completion; 5) Arithmetic; 6) Mazes; 7) Similarities; 8) Geometric Design; 9) Comprehension; 10) Block Design. The Animal House test is a substitute for the WISC-R Coding test and the WAIS-R Digit Symbol test. The test consists of a board, at the top of which is a key containing pictures of a cat, fish, chicken, and dog. 4 Below each animal on the key is a colored cylinder (the child is told that the cylinder is the animal's house). The rest of the board contains pictures of each animal with a hole underneath. The child is given twenty colored cylinders and told to give each animal a house the same color as the house for that animal in the key. Speed and accuracy are scored. The Geometric Designs test requires the little flowers to copy ten simple designs on paper using a colored pencil. Again, speed and accuracy are scored. In addition, there is an alternative test for the Verbal scale.

The Sentences test is similar to the Digit Span test, but requires the child to repeat sentences after the examiner. The test may be substituted for another Verbal test, to compensate for a specific handicap or when administration of another test is disrupted. Stanford-Binet Intelligence Scales Stanford-Binet Intelligence Scales Request More Info The Stanford-Binet Intelligence Scales, Fifth Edition (SB5) is a contemporary assessment with a rich tradition, which began in 1916 when Lewis Terman completed his American revision of the Binet-Simon Scale (1905, 1908). Through various editions, this assessment has become widely known and is acknowledged as the standard for intelligence measurement. Stanford-Binet Intelligence Scales (SB5), Fifth Edition As a battery of cognitive tests, the SB5 advances the assessment of strengths and weaknesses in the cognitive processes of students who may be evaluated for learning disabilities. The SB5 supports early prediction of emerging learning disabilities in children as young as two years old.

Learn More Shop Now Stanford-Binet Intelligence Scales for Early Childhood (Early SB5) The Early SB5 is a specialized version of the Stanford-Binet Intelligence Scales, Fifth Edition (SB5) for use with young children ages 2:0 through 7:3 years. Authors: Gale H. Roid, 2003 Type: Cognitive ability assessment Purpose: Individually administered assessment of intelligence and cognitive abilities Measures: 2 to 85+ years Ages: 4 to 10 years Administration Time: Approximately 5 minutes per subtest Scoring: SB5 ScoringPro Software Funding Sources: Title I, IDEA, Professional Development General Information The Stanford-Binet Intelligence Scales, Fifth Edition (SB5) is a contemporary assessment with a rich tradition, which began in 1916 when Lewis Terman completed his American revision of the Binet-Simon Scale (1905, 1908). Through various editions, this assessment has become widely known and is acknowledged as the standard for intelligence measurement. As a battery of cognitive tests, the SB5 advances the assessment of strengths and weaknesses in the cognitive processes of students who may be evaluated for learning disabilities.

The SB5 supports early prediction of emerging learning disabilities in children as young as two years old, and can be used for examinees over 85 years of age. Author research has identified special predictive composite scores for identifying both Reading and Math disabilities. As a battery of cognitive tests, the SB5 advances the assessment of strengths and weaknesses in the cognitive processes of students who may be evaluated for learning disabilities.

The SB5 provides comprehensive coverage of five factors of cognitive ability: Fluid Reasoning Working Memory Uses The SB5 helps to diagnose a wide variety of developmental disabilities and exceptionalities and may also be useful in: Clinical and neuropsychological assessment Psychoeducational evaluations for special education placements Adult social security and workers’ compensation evaluations Providing information for interventions such as IFSPs, IEPs, career assessment, industrial selection, and adult neuropsychological treatment Forensic contexts Research on abilities and aptitudes Explore More Enhanced nonverbal/low-verbal content that requires no (or minimal) verbal responses from the examinee Useful in assessing for LEP/ELL, deaf and hard of hearing, and autistic populations Extensive high-end items to ensure measurement of the highest levels of gifted performance Improved low-end items for better measurement of low functioning children and adults Valid measurement of abilities into the elderly years with enhanced assessment of working memory Modernized artwork and item content Child-friendly manipulatives Ideal for measuring basic psychological processes in problem-solving models like Response to Intervention (RTI) Testing begins in Item Book 1 with the routing subtests. The start points for two routing subtests in Item Book 1 are determined by age or estimated ability level.

Nonverbal Fluid Reasoning routes to the appropriate difficulty level in Item Book 2 (Nonverbal), while Verbal Knowledge does so for Item Book 3 (Verbal). The remaining eight subtests (four nonverbal and four verbal) are then measured in Item Books 2 and 3. THIS TEST INCLUDES CERTAIN MANIPULATIVES WITH SMALL PARTS THAT MAY PRESENT A CHOKING HAZARD FOR CHILDREN UNDER THE AGE OF EIGHT. DO NOT ALLOW THE CHILD TO PLACE ANY MANIPULATIVE IN THEIR MOUTH. A TRAINED ADULT EXAMINER MUST ALWAYS CLOSELY SUPERVISE THE ADMINISTRATION OF THE TEST AND USE OF MANIPULATIVES BY CHILDREN. SB5 Scoring The SB5 can be scored by hand or scored with the SB5 ScoringPro. ScoringPro is a Windows®-based software program that provides consistency in raw score conversion, an extended score report, a graphical report, and a brief, narrative summary report with guidelines and suggestions based on well-established principles of assessment. The report can be exported to a word-processing file for editing as necessary.

System Requirements 64 MB RAM (96 MB recommended) CD-ROM or DVD drive 100 MB free hard disk space Microsoft Internet Explorer 5.01 or higher Interpretation At the most granular level of the norm-referenced scores are the 10 subtest scores (scaled scores have a mean of 10, SD of 3, score range 1-19). These subtest scores combine to form four types of composite scores: factor index, domain, abbreviated, and full scale (each with scaled score means of 100, SD of 15, score range 40-160). Two subtests (one verbal, the other its nonverbal complement) combine to form each factor index. There are two domain scales: Nonverbal IQ (NVIQ) (combines the five nonverbal subtests) and Verbal IQ (VIQ) (combines the five verbal subtests). Two routing subtests combine to form the Abbreviated Battery IQ (ABIQ). Finally, the Full Scale IQ (FSIQ) combines all 10 subtests.

The Change-Sensitive Scores (CSS) use item response theory scaling to convert the raw score totals on the composite scales described above into criterion-referenced levels of ability. These scales, as with the norm-referenced scores, have excellent measurement properties. Because the CSSs reference absolute levels of ability, they provide a way to compare changes in an individual’s scores over time. Average scores range from the 2-year-old level (about 430) to the adult level (about 520). All of the SB5 items have been calibrated to this scale, and the difficulty of each item has a location along that scale. The scores are particularly useful for the evaluation of extreme performance levels. The SB5 also offers age-equivalent scores derived from CSSs, along with a CSS-based abbreviated battery score making use of raw scores from the Nonverbal Reasoning and Verbal Knowledge subtests. Finally, the Interpretive Manual describes a hand scoring procedure for deriving an Extended IQ (EXIQ) that allows for scores between both 10:39 and 161:225.

Technical Information Normative data for the SB5 were gathered from 4,800 individuals between the ages of 2 and 85+ years. The normative sample closely matches the 2000 U.S. Census. Bias reviews were conducted on all items for the following variables: gender, ethnicity, culture, religion, region, and socioeconomic status. Additionally, the SB5 was co-normed with the Bender® Visual-Motor Gestalt Test, Second Edition (page 125), and the Test Observation Form (page 142). Reliabilities for the SB5 are very high. For the FSIQ, NVIQ, and VIQ, reliabilities range from .95 to .98 (average internal consistency composite reliability, across all age groups). Reliabilities for the Factor Indexes range from .90 to .92. For the 10 subtests, reliabilities range from .84 to .89.

Concurrent and criterion validity data were obtained using the SB-IV,SB-LM, WJ III®, UNIT?, Bender-Gestalt II, WPPSI-R®,WAIS®-III, WIAT®-II, and WISC-III®. THIS TEST INCLUDES CERTAIN MANIPULATIVES WITH SMALL PARTS THAT MAY PRESENT A CHOKING HAZARD FOR CHILDREN UNDER THE AGE OF EIGHT. DO NOT ALLOW THE CHILD TO PLACE ANY MANIPULATIVE IN THEIR MOUTH. A TRAINED ADULT EXAMINER MUST ALWAYS CLOSELY SUPERVISE THE ADMINISTRATION OF THE TEST AND USE OF MANIPULATIVES BY CHILDREN. SB5 Additional-Resources Interpretive Manual The Interpretive Manual provides detailed guidelines for the effective interpretation of the Fifth Edition of the Stanford-Binet for a number of applications, including its use by psychologists active in school, clinical, and counseling settings. Case studies, profile analyses, and SB5 ScoringPro reports provide concrete examples of interpretation. The manual includes a series of research-based composite indexes as well as those that predict early risk for learning disabilities in children ages four to seven.

It also introduces an Extended IQ scale that supports the calculation of Full Scale IQ scores as low as 10 and as high as 225. Click here for ordering information. Essentials of Stanford-Binet (SB5) Assessment Following the popular Essentials format and style, this volume in the series provides comprehensive instructions on optimal use of the Stanford-Binet Intelligence Scales , Fifth Edition. It provides administration, scoring, and interpretation guidelines. The book outlines the strengths and weaknesses of the latest version of this classic cognitive assessment instrument, as well as clinical applications of its use. Click here for ordering information. The SB5 University Training Resources contains a CD-ROM with PowerPoint presentations, along with PDF files including Tips for Examiners, Frequently Asked Questions, and selected Assessment Service Bulletins. This package is designed for use by university professors and training professionals to help teach others how to use of the SB5. Click here for ordering information. SB5 Assessment Service Bulletins Assessment Service Bulletins (ASBs) The following documents provide education professionals and clinicians supportive technical data, feature comparisons, and practical applications of the SB5. Each ASB features a different topic that, when reviewed carefully, will help professionals maximize the breadth of information and depth of diagnostic utility available with SB5.

Print and read the bulletins as needed, and share with colleagues who use SB5 to measure intelligence, plan educational programs, provide psychometric training,conduct research, and more. SB5 Assessment Service Bulletin #1: History of the Stanford-Binet Intelligence Scales: Content and Psychometrics (98 KB) Overview The Early SB5 is a specialized version of the Stanford-Binet Intelligence Scales, Fifth Edition (SB5) for use with young children ages 2:0 through 7:3 years. Explore More Early SB5 Administration Administration time varies. The estimated time is 30-50 minutes for the full battery and 15-20 minutes for the abbreviated battery. The Early SB5, like the SB5, has 10 subtests. Two routing subtests (Nonverbal Fluid Reasoning and Verbal Knowledge) cover the age range 2:0 through 7:3, while the remaining eight subtests offer scores in the preschool range, from 2:0 through 5:11. As with the SB5, testing begins in Item Book 1 with the two routing subtests, which are retained in their entirety.

However, all remaining subtests into which the first two subtests route are contained in Item Book 2, with only the most difficult levels of items dropping across those subtests. Dropping these more difficult items will generally have no impact on the scores of the young children typically assessed with the Early SB5. However, because of the changes, assessment for intellectual giftedness would require use of only the two routing subtests or, better yet, the complete SB5. THIS TEST INCLUDES CERTAIN MANIPULATIVES WITH SMALL PARTS THAT MAY PRESENT A CHOKING HAZARD FOR CHILDREN UNDER THE AGE OF EIGHT. DO NOT ALLOW THE CHILD TO PLACE ANY MANIPULATIVE IN THEIR MOUTH. A TRAINED ADULT EXAMINER MUST ALWAYS CLOSELY SUPERVISE THE ADMINISTRATION OF THE TEST AND USE OF MANIPULATIVES BY CHILDREN. Early SB5 Scoring Scores that can be generated by the Early SB5 include: Full Scale IQ, Nonverbal IQ, Verbal IQ, Abbreviated Battery IQ, Standard Scores, Percentile Ranks, Change-Sensitive Scores, and Extended IQ. The SB5 can be hand-scored or scored with optional scoring software.

Interpretation All scores available for the SB5 are also available for the Early SB5. These include 10 subtest scores (scales scores have a mean of 10, SD=3, score range 1-19), broad ability (factor index) and IQ composite scores (mean of 100, SD=15, range 40-160), percentile, change-sensitive scores (CSSs), and age-equivalents. CSSs, because they reference absolute levels of ability rather than age-referenced norms, may be especially useful in the study of the rapid growth of abilities in earliest childhood. In distinction to the complete SB5, users should be aware that determination of Extended IQ (EXIQ) scores from instructions in the Interpretive Manual should be limited to scores under 40, which may be of interest in the study of severe developmental delays. The newly developed Test Observation Checklist identifies a range of behaviors that may serve as “flags” for behavioral or cognitive difficulties that may both affect the examinee’s performance on the test and his or her adaptation outside the testing situation.

The 21 areas of behavior addressed in the checklist should be followed up through further tailored assessment, including observation, interview, or contact with parents, guardians, or other caregivers. Software SB5 ScoringPro™ As with the SB5, the Early SB5 may be hand-scored or scored with the optional SB5 ScoringPro™ software. The SB5 ScoringPro is a Windows®-based software program that replicates the process of hand-scoring. Users enter background information, age, and raw scores. This program provides consistency in raw score conversion, and extended score report, a graphical report, and a brief, narrative summary report with guidelines and suggestions based on well-established principles of assessment. The report can be exported and then imported into a word processing file for editing as necessary. The ScoringPro software also produces a newly available parent report, which includes a brief narrative description and compact graphic representation of the percentile scores obtained by the examinee across the five factor indexes available in the Early SB5. Click here to order your SB5 ScoringPro. Stay Connected with Houghton Mifflin Harcourt!

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If you have an institutional account, please sign out and sign back in using an institutional account email address and password. Brief History of IQ (Intelligence Quotient) Testing By Kendra Cherry Updated August 27, 2016 Interest in intelligence dates back thousands of years. But it wasn't until psychologist Alfred Binet was commissioned to identify students who needed educational assistance that the first IQ (intelligent quotient) test was born. Although it has its limitations, and it has many lookalikes which use far less rigorous measurements, Binet's IQ test is well-known around the world as a way to compare intelligence. During the early 1900s, the French government asked Binet to help decide which students were most likely to experience difficulty in school. The government had passed laws requiring that all French children attend school, so it was important to find a way to identify children who would need specialized assistance. Binet and his colleague Theodore Simon began developing questions that focused on things not explicitly taught in schools such as attention , memory and problem-solving skills . Using these questions, Binet determined which ones served as the best predictors of school success.

He quickly realized that some children were able to answer more advanced questions that older children were generally able to answer, and vice versa. Based on this observation, Binet suggested the concept of a mental age, or a measure of intelligence based on the average abilities of children of a certain age group. Binet and the First IQ Test This first intelligence test, referred to today as the Binet-Simon Scale, became the basis for the intelligence tests still in use today. However, Binet himself did not believe that his psychometric instruments could be used to measure a single, permanent and inborn level of intelligence. Binet stressed the limitations of the test, suggesting that intelligence is far too broad a concept to quantify with a single number. Instead, he insisted that intelligence is influenced by a number of factors , changes over time and can only be compared among children with similar backgrounds. The Stanford-Binet Intelligence Test When the Binet-Simon Scale was brought to the United States, it generated considerable interest. Stanford University psychologist Lewis Terman took Binet's original test and standardized it using a sample of American participants.

This adapted test, first published in 1916, was called the Stanford-Binet Intelligence Scale and soon became the standard intelligence test used in the U.S. The Stanford-Binet intelligence test used a single number, known as the intelligence quotient (or IQ), to represent an individual's score on the test. This score was calculated by dividing the test taker's mental age by their chronological age , and then multiplying this number by 100. For example, a child with a mental age of 12 and a chronological age of 10 would have an IQ of 120 (12 /10 x 100). The Stanford-Binet remains a popular assessment tool today, despite going through a number of revisions over the years since its inception. Pros and Cons of IQ Testing Through History At the outset of World War I, U.S. Army officials were faced with the task of screening an enormous number of recruits. In 1917, as chair of the Committee on the Psychological Examination of Recruits, psychologist Robert Yerkes developed two tests known as the Army Alpha and Beta tests.

The Army Alpha was designed as a written test, while the Army Beta was administered orally in cases where recruits were unable to read. The tests were administered to over 2 million soldiers in an effort to help the Army determine which men were well-suited to specific positions and leadership roles. At the end of WWI, the tests remained in use in a wide variety of situations outside of the military with individuals of all ages, backgrounds and nationalities. For example, IQ tests were used to screen new immigrants as they entered the United States at Ellis Island. The results of these mental tests were unfortunately used to make sweeping and inaccurate generalizations about entire populations, which led some intelligence "experts" to exhort Congress to enact immigration restrictions. The Wechsler Intelligence Scales Building on the Stanford-Binet test, American psychologist David Wechsler created a new measurement instrument. Much like Binet, Wechsler believed that intelligence involved different mental abilities, describing intelligence as "the global capacity of a person to act purposefully, to think rationally, and to deal effectively with his environment" (1939).

Dissatisfied with the limitations of the Stanford-Binet, he published his new intelligence test known as the Wechsler Adult Intelligence Scale (WAIS) in 1955. Wechsler also developed two different tests specifically for use with children: the Wechsler Intelligence Scale for Children (WISC) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). The adult version of the test has been revised since its original publication and is now known as the WAIS-IV. The WAIS-IV contains 10 subtests along with 5 supplemental tests. The test provides scores in four major areas of intelligence: a Verbal Comprehension Index, a Perceptual Reasoning Index, a Working Memory Index, and a Processing Speed Index. The test also provides two broad scores that can be used as a summary of overall intelligence: a Full-Scale IQ score that combines performance on all four index scores and a General Ability Index based on six subtest scores. Subtest scores on the WAIS-IV can be useful in identifying learning disabilities , such as cases where a low score in some areas combined with a high score in other areas may indicate that the individual has a specific learning difficulty.

Rather than scoring the test based on chronological age and mental age, as was the case with the original Stanford-Binet, the WAIS is scored by comparing the test taker's score to the scores of others in the same age group. The average score is fixed at 100, with two-thirds of scores lying in the normal range between 85 and 115. This scoring method has become the standard technique in intelligence testing and is also used in the modern revision of the Stanford-Binet test. Learn more about intelligence: IQ scale IQ scale IQ scale IQ scale What does the IQ scale measure? What is an average score? How high can an IQ be? Here are some answers to these and other questions. First of all, the concept of IQ was developed by either the German psychologist and philosopher Wilhelm Stern in 1912, or by Lewis Terman in 1916, depending on which sources you consult. Intelligence testing was first done on a large scale before either of these dates. In 1904 psychologist Alfred Binet was commissioned by the French government to create a testing system to differentiate intellectually normal children from those who were inferior.

From Binet's work the IQ scale called the "Binet Scale," (and later the "Simon-Binet Scale") was developed. Sometime later, "intelligence quotient," or "IQ," entered our vocabulary. Lewis M. Terman revised the Simon-Binet IQ Scale, and in 1916 published the Stanford Revision of the Binet-Simon Scale of Intelligence (also known as the Stanford-Binet).

The following scale resulted for classifying IQ scores: IQ Scale Over 140 - Genius or almost genius 120 - 140 - Very superior intelligence 110 - 119 - Superior intelligence 90 - 109 - Average or normal intelligence 80 - 89 - Dullness 70 - 79 - Borderline deficiency in intelligence Under 70 - Feeble-mindedness Normal Distribution of IQ Scores 50% of IQ scores fall between 90 and 110 70% of IQ scores fall between 85 and 115 95% of IQ scores fall between 70 and 130 99.5% of IQ scores fall between 60 and 140 Low IQ & Mental Retardation An IQ under 70 is considered as "mental retardation" or limited mental ability. 5% of the population falls below 70 on IQ tests.

The severity of the mental retardation is commonly broken into 4 levels: 50-70 - Mild mental retardation (85%) 35-50 - Moderate mental retardation (10%) 20-35 - Severe mental retardation (4%) IQ < 20 - Profound mental retardation (1%) High IQ & Genius IQ Genius or near-genius IQ is considered to start around 140 to 145. Less than 1/4 of 1 percent fall into this category. Here are some common designations on the IQ scale: 115-124 - Above average

Question: What is measured on the Stanford-Binet scale?
Answer: INTELLIGENCE